出版社：University of Castilla la Mancha, Association of Speech and Language Therapist of Castilla la Mancha
摘要：The way vocabulary is taught is not enough structured in schools. Children do not usually process the fullmeaning of words until later on in schools. This makes it difficult for them to understand and use theappropriate language in all areas of their learning, which involves their educational process as well astheir social and school adjustment. In this context, the intervention introduced in this study is intended tofacilitate the acquisition of family-related semantic field lexicon that is considered a priority for thedevelopment of essential cognitive processes in Preschool Education. To do so, children are required todo more than understand the use of words as mere labels of things, in order to be able to refer to therelationships between objects and other phenomena that makes it easier to intellectually manipulate theirreality. The present study aims to determine whether the systematic and sequential intervention that hasbeen carried out - based on the theory of semantic features - benefits the acquisition of lexicon.Participants were 70, 3rd Year, Preschool students. Results show that the intervention to promote theacquisition of vocabulary has been effective.
其他摘要：The way vocabulary is taught is not enough structured in schools. Children do not usually process the fullmeaning of words until later on in schools. This makes it difficult for them to understand and use theappropriate language in all areas of their learning, which involves their educational process as well astheir social and school adjustment. In this context, the intervention introduced in this study is intended tofacilitate the acquisition of family-related semantic field lexicon that is considered a priority for thedevelopment of essential cognitive processes in Preschool Education. To do so, children are required todo more than understand the use of words as mere labels of things, in order to be able to refer to therelationships between objects and other phenomena that makes it easier to intellectually manipulate theirreality. The present study aims to determine whether the systematic and sequential intervention that hasbeen carried out - based on the theory of semantic features - benefits the acquisition of lexicon.Participants were 70, 3rd Year, Preschool students. Results show that the intervention to promote theacquisition of vocabulary has been effective.
